1 / 61

Introductory Concepts

Introductory Concepts. English 20803 Dr. Curt Rode. Artificiality of Academic Writing. Artificiality of Academic Writing. When you’re writing in school, you’re mostly writing for a captive audience.

suzannea
Télécharger la présentation

Introductory Concepts

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Introductory Concepts English 20803 Dr. Curt Rode

  2. Artificiality of Academic Writing

  3. Artificiality of Academic Writing When you’re writing in school, you’re mostly writing for a captiveaudience. Even the best teachers are still paid a salary to give you feedback. They have to give you feedback whether they feel like it or not.

  4. Artificiality of Academic Writing When you’re writing in school, you’re mostly writing for a captiveaudience. Even if your classmate is your best friend, they probably would rather doing something else. They’re helping you for the reward of a grade.

  5. Artificiality of Academic Writing In school, we’re rarely encouraged to write for a non-academic audience, you know, the folks we’ll need to communicate with after our formal education is behind us.

  6. Artificiality of Academic Writing Additionally, academicarguments are primarily intellectualexercises. As such, they have virtually no shelf life after the after they’re graded by the instructor.

  7. Artificiality of Academic Writing To put it bluntly, when’s the last time a 8 to 10 page research paper went viral?

  8. Artificiality of Academic Writing To communicate with a non-academic audience, you have to be strategic if you want your ideas to: • have longevity • attract and sustain your audience’s attention. In short, you have to make your ideas literally appealing.

  9. Fundamentals of Argument

  10. Argument: The Appeals To be read and taken seriously, texts don’t simply need to be well-written.

  11. Argument: The Appeals Texts also need to be thoughtfullydesigned. Handwritten & scanned blog post Academic article

  12. Argument: The Appeals And the visual design depends on purpose,genre, and audience. Article in Time Article in Rolling Stone

  13. Argument: The Appeals Aristotle’s Rhetorical Triangle: Logos Thankfully, we don’t need to start from scratch in terms of how we analyze and compose new media (multimodal) compositions. Classical rhetoric can still help us develop effective writing and design strategies. Ethos Pathos

  14. Argument: The Appeals Aristotle’s Rhetorical Triangle: Logos In your notes, Write down a clear definition of each term. Then, take a few minutes to explore why we need three distinct appeals. Why can’t we get by with one or two? Ethos Pathos

  15. Argument: The Appeals Aristotle’s Rhetorical Triangle: Logos Possible explanations: Human beings are complicated creatures whose emotional, intellectual, and ethical needs are always in flux (and if that’s true for individuals, it’s certainly true for groups of individuals). Ethos Pathos

  16. Argument: The Appeals Aristotle’s Rhetorical Triangle: Logos Why Compose Multimodally? Human beings receive information through each of the five senses. New media compositions seek to appeal to their audience by seeming to engage a greater number of the physical senses. Ethos Pathos

  17. Rhetorical Situation: The Components Argument The Rhetorical Situation • Topic • Purpose • Audience • Exigency

  18. Who Are They? Argument: Audience Not all audiences are likely to be this homogenous. Consider the demographics: • Gender, race and class • Geographical Location • Prevailing culture • Age range • Occupational area • Education level

  19. What Do They Want? Argument: Audience Analyzing audience is part demographics, part desire. Consider psychographic characteristics: • Expectations • Ideology/world view • Assumptions • Fears and desires • Perceived benefits from receiving/responding to your message

  20. Exigence: Why Now? Argument: Exigency Exigency: the immediate situation which necessitates our immediate response and motivates your multimodal composition. You should have a sense not just of “WHY?” but of “WHY RIGHT NOW?!?”

  21. The Materiality of Writing

  22. Materiality ma·te·ri·al·i·tyn.pl.ma·te·ri·al·i·ties • The state or quality of being material. • Physical substance; matter.

  23. Materiality Words have never been mere information. Words are always understood (initially) through the physical senses. Hence, all verbal compositions can be thought of as physical objects that have a material reality as well as intellectual or emotional content. Don’t believe me? Consider the following…

  24. Materiality (Acoustic) In Oral Cultures, words were first combinations of sounds that then carried culturally-defined packets of information.

  25. Materiality (Acoustic) In the most literal sense: Hearing precedes listening.

  26. Materiality (Visual) With the advent of writing systems, words became combinations of abstract visual shapes that then provided visual notation for sounds + culturally-defined packets of information

  27. Materiality (Visual) In the most literal sense: Seeing precedes reading.

  28. Materiality (Visual) To wit:

  29. Materiality (Visual) Redefinitions: Listening is hearing with the intention to discern meaningful or usable patterns within a field of auditory data. Reading is seeing with the intention to discern meaningful or usable patterns within a field of visual data.

  30. Form = Content

  31. Form = Content For our purposes, “Form = Content” means: The way a word is materially delivered becomes part of the word’s connotative meaning. The material delivery also factors into logos, pathos, and ethos. Additionally, If you change a material characteristic of a verbal composition, you alter part of the connotative meaning of that composition. 

  32. Form = Content To wit (by adding or subtracting pixels and adjusting color value): You are the best student ever. You are the “best” student ever. You. Are. The. Best. Student. EVER. #yerdabeststudentever

  33. Form = Content To wit: so much depends upon a red wheelbarrow glazed in rainwater beside the white chickens

  34. Form = Content To wit (by playing with lineation): so much depends upon a red wheel barrow glazed in rain water beside the white chickens The Red Wheelbarrow (1923) William Carlos Williams

  35. Form = Content To wit (by playing with font type and color):

  36. Form = Content To wit:

  37. Form = Content To wit:

  38. Form = Content To wit:

  39. Form = Content To wit:

  40. Form = Content To wit:

  41. Form = Content To wit:

  42. Harmony & Dissonance

  43. Harmony & Dissonance Harmony: The correspondence of two or more elements of a composition that confirms culturally-defined patterns of expectation. Dissonance: The correspondence of two or more elements of a composition that resists or challenges culturally-defined patterns of expectation.

  44. Harmony President Barack Obama President George W. Bush

  45. Dissonance Adolph Hitler Peter Griffin

  46. Harmony

  47. Dissonance

  48. Arguments of Images • Arm 1 • Arm 2 • Arm 3 • Arm 4 Image weighs more than text

  49. Arguments of Color Color weighs more than black+white

  50. Basic Principles of Design

More Related